Influence of School-based Planning on Learners’ Achievement in County Secondary Schools Within West Pokot, Kenya

Abstract

School-based planning determines learner achievement across specialization when effectively and efficiently implemented in creating seamless learning environments. When school-based planning is premised on learner behavior, teaching methods, learning climate and teaching/learning resources, then outcome of learning processes tends to yield capabilities necessary for better achievement in KCSE. On the other hand, inappropriate school-based planning may be blamed for lower learning attainment across subject specializations. To address issues arising from unplanned learning activities, the study sort to establish effect of planned learner behavior, teaching methods, learning climate and adoption of teaching/learning resources on learner achievement in KCSE in West Pokot County. The methodology was premised on paradigms which instigated thorough mastery of generating new knowledge and skills drawing from positivism and constructivism research philosophies. The study adopted a mixed method descriptive survey research designwith a focus on current status of population, revealing connections and relationships between variables by pinpointing detailed, reliable and accurate position without manipulation but capturing data within a short time. The target population consisted of 133 schools out of which a sample of 101 was drawn from Fisher’s Sample Size Formula. On the one hand 31,882 learners formed target population of which a sample of 385 was derived. Again 1,995 teachers were targeted and sample of 385 was determined. The Principals, BOG/PTA were purposively and conveniently sampled yielding 101 respondents for each category respectively. Data collection process took one school calendar term, second term, 2022. Inferential techniques, including T-test determined variance of mean scores in groups, cross tabulation with Chi-Square tests which established significance of association between learner achievement and sub-indicators. Again, multiple regression analysis estimated aspects of school-based planning on learner achievement in KCSE. The Chi-Square value of 195.81, df=8, p value=0.000 showed significance of relationships between school leadership and learning achievement. While teacher perception on planned participation in pedagogy yielded a Chi-Square value of 109.254, df=8, p value =0.000 showing significant relationship between school leadership and learner achievement. Again, planned school climate resulted in computed Chi- square value (153.33, df= 8, p < 0.001) which provided the teacher with freedom latitude and responsibility to make decisions which guide teaching learning process. Additionally, planned instructional resources tended to significantly determining learner achievement as emphasized by teacher who strongly agree that adequacy of libraries, laboratories and workshops had greater influence on learner achievement of C+ and above as exemplified by Chi-Square value of 182.076, df=8, p < 0.001. On the same vein, ANOVA yielded differences in planned teacher participation in pedagogy registering substantial impact on learner achievement in KCSE. In summary, hypothesis testing, using multiple linear regression analysis was significant to positive and standardized coefficient associated with planned learner behavior. Planned teacher participation in pedagogy, learner behavior and resources exhibited favorable efficiency of 0.048. 0.028 and 0.38 respectively emphasizing strong influence of parameters of school-based planning on learner and school achievement in KCSE. The study recommended integration of school-based planning as a precondition for sustained learner and school achievement in KCSE. Further, planning for success may not be restricted to learner behavior, teacher participation in pedagogy, instructional resources and creating favorable climate for effective and efficient learner involvement for sustained achievement. More still, the study recommends conduct of more exhaustive research across school aspects such as leadership, culture, security and inherent implementation strategies to inform sustainability in learning achievement.